The Role of Content Representations in Hypermedia Learning: Effects of Task and Learner Variables

2005 ◽  
pp. 343-354 ◽  
Author(s):  
Jean-Francois Rouet ◽  
Hervé Potelle ◽  
Antonine Goumi
Keyword(s):  
Learning Effects ◽  
Hypermedia Learning

scholarly journals Successful Learning with Hypermedia: The Role of Epistemological Beliefs and Metacognitive Awareness

2003 ◽  
Vol 28 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Lisa D. Bendixen ◽  
Kendall Hartley
Keyword(s):  
Preservice Teachers ◽  
Epistemological Beliefs ◽  
Metacognitive Awareness ◽  
Hierarchical Regression ◽  
Hypermedia Learning ◽  
Posttest Performance ◽  
Cognitive Awareness ◽  
And Control ◽  
The Relationship

This study examined the relationship between epistemological beliefs, meta-cognition, and student achievement in a hypermedia learning environment. Epistemological beliefs refer to beliefs about the nature of knowledge and knowing (see review by Hofer & Pintrich, 1997) and metacognition refers to the ability to reflect upon, understand, and control one's learning (Schraw & Dennison, 1994). We predicted that the epistemological beliefs and meta-cognitive awareness of 116 preservice teachers would be significantly related to achievement in a hypermedia tutorial. Achievement was measured by a posttest based on the tutorial content. Results from a forced-order, hierarchical regression analysis indicated that reading comprehension, GPA, and three of the five epistemological beliefs (i.e., fixed ability, omniscient authority, and quick learning) significantly predicted posttest performance. Belief in omniscient authority and fixed ability being related to lower achievement supports previous research. Contrary to our expectations, a belief in quick learning was positively correlated with achievement. Educational and instructional design implications are discussed.

The role of stimulus comparison in animal perceptual learning: Effects of a distractor placement

2018 ◽  
Vol 71 (12) ◽  
pp. 2488-2496 ◽  
Author(s):  
Sergio A Recio ◽  
Adela F Iliescu ◽  
Isabel de Brugada
Keyword(s):  
Perceptual Learning ◽  
Learning Process ◽  
Time Lapse ◽  
Animal Research ◽  
Learning Effects ◽  
Stimulus Comparison ◽  
Human Research ◽  
Short Time ◽  
Effect Experiment

Research on perceptual learning shows that the way stimuli are presented leads to different outcomes. The intermixed/blocked (I/B) effect is one of these outcomes, and different mechanisms have been proposed to explain it. In human research, it seems that comparison between stimuli is important, and the placement of a distractor between the pre-exposed stimuli interferes with the effect. Results from animal research are usually interpreted in different terms because the type of procedure normally used in animal perceptual learning does not favour comparison. In our experiments, we explore the possibility that a distractor placed between the to-be-discriminated stimuli may interfere with the perceptual learning process in rats. In Experiment 1, two flavoured solutions are presented in an I/B fashion, with a short time lapse between them to favour comparison, showing the typical I/B effect. In Experiment 2, we introduced a distractor in between the solutions, abolishing this effect. Experiment 3 further replicates this by comparing two intermixed groups with or without distractor. The results replicate the findings from human research, suggesting that comparison also plays an important role in animal perceptual learning.

Stimulus Exposure and Discrimination in Rats: A Test of a Theory for the Role of Contextual Factors

1983 ◽  
Vol 35 (2b) ◽  
pp. 135-147 ◽  
Author(s):  
Geoffrey Hall ◽  
Stephen Channell
Keyword(s):  
Home Cage ◽  
Contextual Factors ◽  
Prior Exposure ◽  
Simultaneous Discrimination ◽  
Learning Effects ◽  
Stimulus Exposure ◽  
Variable Stimulus ◽  
Facilitated Learning

In two experiments rats were trained on a simultaneous discrimination in a jumping stand. On each trial choice always lay between one stimulus (an obliquely striped object in Experiment I, and a plain grey object in Experiment II) and a second that varied from trial to trial. On half the trials this variable stimulus bore horizontal stripes (H) and on the remaining trials it bore vertical stripes (V). It was argued that the solution of this discrimination would be hindered if the animals tended to classify H and V apart (Bateson and Chantrey, 1972). It was found, however, that prior exposure to H and V in the home cage (which has been supposed to promote classifying apart) facilitated learning and that prior exposure to H and V in the apparatus itself (which might be thought to promote classifying together) hindered later learning. Possible alternative accounts for these exposure learning effects are discussed.

scholarly journals Differences in Learning Effects among Teachers Who Participate in Individual and in Groups in a MOOC

2021 ◽  
Vol 11 (4) ◽  
pp. 184-188
Author(s):  
Shuang Li ◽  
◽  
Zhong Sun ◽  
Liming Luo
Keyword(s):  
Teacher Education ◽  
Learning Community ◽  
Practical Significance ◽  
Learning Support ◽  
Learning Effects ◽  
Support Mechanism ◽  
Effective Strategies ◽  
The Individual ◽  
Teacher Groups

With the development of teacher education MOOCs, more and more schools encourage teachers to participate in MOOC. How to improve the learning effect of teachers has practical significance. Previous researches have mainly focused on the individual teachers who participate in the study alone. Little research has been done on the learning effects of the teacher groups. In this study, we adopt ANOVA and social network to analyze the differences in learning effects between teachers who participate in learning alone and teacher groups in a teacher education MOOC, and used interview to explore the causes of the differences. Results indicated: 1) the completion rate and excellence rate of group teachers are higher than individual teachers. Among them, the leader-guided teachers have higher academic performance. 2) in the forum, group teachers are more active. Effective strategies for teachers learning include three aspects: playing the exemplary role of model teachers, teachers establish a learning community, and the school establishes a learning support mechanism.

scholarly journals Examining failure learning in online lending: Complete failure vs. incomplete failure

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0255666
Author(s):  
Ji-Wen Li ◽  
Qinghui Cui ◽  
Jia-Jia Zhang
Keyword(s):  
Learning Effects ◽  
Negatively Associated ◽  
Large Sample ◽  
Future Performance ◽  
Complete Failure ◽  
Good For ◽  
Improved Learning ◽  
Financial Transactions ◽  
Online Lending

We examine the learning effects of borrowers’ failures in online lending. Based on funding ratios of borrowers’ loan listings in online lending, we first explore the role of failure degree in borrowers’ future funding performance. Further, we disaggregate borrowers’ funding failure into complete failure and incomplete failure, and compare theirs learning effects. Using a large sample of 610,000 online loan applications over six years from a Chinese leading online lending platform Renrendai, we use funding ratio to quantifiably measure each loan listing’s failure degree and conduct a series of tests. The results show that: (1) Borrowers’ failure degree of prior loan applications is negatively associated with one’s subsequent funding performance. (2) Borrowers’ complete failure cannot promote learning, while incomplete failure is good for future performance. (3) Both incomplete failure and complete failure interacted to influence the value of each type of experience and generate improved learning. Our results are robust across a variety of settings. The study sheds light for deeply understanding of failure learning phenomenon, and can also provide important implications for online lending managers to support successful financial transactions.

Insecurity versus immaturity: estimating the link between organizational age and indirect risks

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ummad Mazhar
Keyword(s):  
Instrumental Variables ◽  
Design Methodology ◽  
Age Distribution ◽  
Learning Effects ◽  
Law And Order ◽  
Firm Age ◽  
Content Type ◽  
Organizational Age

PurposeThis study explores the role of firm age as a mediating variable in the link between performance and the risk of terrorism. Theoretically, there can be vulnerabilities, liabilities or learning effects associated with age.Design/methodology/approachThe empirical strategy uses randomness in the occurrence of successful terrorist incidents to estimate the hypothesized link in a sample of 1,600 Pakistani firms.FindingsThe results suggest a significant effect of terrorism for organizations lying beyond the 50th percentile of the age distribution. In addition to relevant controls – like size, ownership and location effects – the baseline results withstand alternative empirical specifications and the use of instrumental variables.Originality/valueThe study helps us understand the role of firm age in its performance, taking into account the presence of risks posed by weak law and order.

Fostering Hypermedia Learning with Different Argumentation Tools: The Role of Argument Visualisation

2008 ◽  
pp. 267-274
Author(s):  
Joerg Zumbach ◽  
Martina Ramsauer ◽  
Neil H. Schwartz ◽  
Sabine C. Koch
Keyword(s):  
Hypermedia Learning

The gap in scientific knowledge and role of science communication in South Korea

2017 ◽  
Vol 27 (5) ◽  
pp. 578-593 ◽  
Author(s):  
Jeong-Heon Chang ◽  
Sei-Hill Kim ◽  
Myung-Hyun Kang ◽  
Jae Chul Shim ◽  
Dong Hoon Ma
Keyword(s):  
Scientific Knowledge ◽  
Science Communication ◽  
Science Learning ◽  
Positive Relationship ◽  
Television Viewing ◽  
Social Classes ◽  
Learning Effects ◽  
Online Newspapers ◽  
Using Data

Using data from a national survey of South Koreans, this study explores the role of science communication in enhancing three different forms of scientific knowledge ( factual, procedural, and subjective). We first assess learning effects, looking at the extent to which citizens learn science from different channels of communication (interpersonal discussions, traditional newspapers, television, online newspapers, and social media). We then look into the knowledge gap hypothesis, investigating how different communication channels can either widen or narrow the gap in knowledge between social classes. Television was found to function as a “knowledge leveler,” narrowing the gap between highly and less educated South Koreans. The role of online newspapers in science learning is pronounced in our research. Reading newspapers online indicated a positive relationship to all three measures of knowledge. Contrary to the knowledge-leveling effect of television viewing, reading online newspapers was found to increase, rather than decrease, the gap in knowledge. Implications of our findings are discussed in detail.

Sign in / Sign up

Export Citation Format

Share Document